Effect of the Personalized System of Instruction (PSI) on Health Related Fitness Knowledge and Class Time Physical Activity

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Background/Purpose: There is a general low level of health-related fitness (HRF) knowledge among secondary students in the United States which can impact current and future physical activity (PA) levels. An instructional strategy that may increase HRF knowledge without decreasing PA may be the Personalized System of Instruction (PSI).

Method: Two classes from a private, urban high school in a major city within the Mountain West region of the United States participated in the six week study. Group 1 (n=24) completed a unit on personal fitness using the PSI model while Group 2 (n=29) used a traditional, DI approach. Knowledge was assessed three times (pre, post, 3-week follow-up) using a 45-question standardized HRF knowledge test. Class time PA was reported using a modification of the SOFIT observation system.

Analysis/Results: A 2x3 ANOVA was used to compare HRF knowledge scores showing a significant increase in Group 1 scores from pre to post-test (p=0.003) as well as significant increases in scores between Group 1 and Group 2 (p=0.03). Physical activity results were compared using a pair-samples t-test with outcomes revealing differences in class time PA levels (t=-0.27, p=0.79).

Conclusions: These results suggest that PSI is a successful model for increasing HRF knowledge while maintaining physical activity levels.


Society of Health and Physical Educators National Convention (SHAPE)


Seattle, WA